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Intro -- Preface from the Editors -- Contents -- About the Editors -- Communicating Contemporary Physics -- From Atoms to the Higgs Boson -- 1 Introduction -- 2 A Brief History of Atoms -- 3 From Atoms to Elementary Particles and the Higgs Boson -- 4 What the Higgs Boson Teaches Us and Questions that Remain -- 5 A Proton and an Electron Walk into A Bar -- A Dialogue on Endless Interactions -- 6 Meanwhile, Back on Earth, A Scientist and a Physicist Meet -- 7 Conclusions -- References -- About Teaching Quantum Mechanics in High Schools -- 1 Quantum Versus Classical -- 2 Simply Quantum -- 3 Layered Strategies -- References -- History of Physics for Education: The Scientific Contributions of Enrico Fermi -- 1 Introduction -- 2 From Galilei to Fermi: An Invitation -- 3 The Harbingers of a Brilliant Career -- 4 Training Abroad and Return to Italy -- 5 The Right Person for a Tough Job -- 6 The School of Physics in Rome -- 7 Nuclear Physics in Italy -- 8 Chain Reactions in the U.S.A. -- 9 New Adventures in Chicago -- 10 Last Years: Remembering His Homeland -- 11 Final Remarks -- References -- Three Tales of Gravity -- 1 Lost Paradise -- 2 Gravity, the Ptolemaic Universe and the Copernican Revolution -- 3 Tale of Galileo -- 4 Tale of Newton -- 5 Tale of Einstein -- 6 Epilogue -- References -- Gravity Between Physics and Philosophy -- 1 Prolog -- 2 Gravity from Physics to Philosophy -- 2.1 How Did the Seventeenth-Century Historical Debate on the Concepts of Action at Distance and Locality Affect the Explanation of the Gravitational Interaction? -- 2.2 What is the Meaning of the Equivalence Principle? -- 2.3 What is the Relationship Between Gravity and Geometry? -- 2.4 In What Sense Does Space-Time Exist? -- 3 Epilog -- References -- Einstein's Theory at the Extremes: Gravitational Waves and Black Holes -- 1 Introduction: Gravity as Spacetime Curvature.
2 Hic Sunt Leones -- 2.1 Black Holes: The Unbearable Lightness of Spacetime -- 2.2 Gravitational Waves: A New Cosmic Messenger -- 3 New Horizons -- Other Sources of Information -- The Dark Universe -- 1 Introduction -- 2 More Than 95% of the Current Content of the Universe is Invisible to Us -- 3 How Can We Know that Something Unknown Exists? -- 4 "Spacetime Tells Matter How to Move -- Matter Tells Spacetime How to Curve" -- 5 Does Einstein's Theory Hold Everywhere, Under Any Condition? -- 6 Can We Observe What We Cannot See? -- 7 Can We Hear What We Cannot See? -- 8 The Problem of Unobserved Entities -- References -- Gravitational Waves: An Historical Perspective -- 1 Introduction: An Extremely Ambitious Scientific Challenge -- 2 Early Hypothesis About Gravitational Waves -- 3 Einstein's Theory of Gravitation and the Weakness of Gravitational Radiation -- 4 "Do Gravitational Waves Exist?" -- 5 Claimed Evidence for Discovery -- 6 On the Italian Side -- 7 Indirect Evidences of the Existence of Gravitational Waves -- 8 The First Detection -- 9 Cosmic Messengers and a New Era of Astronomy -- References -- Notes on Revolutions in Physics in the Twentieth Century -- 1 Introduction -- 2 On the Nobel-Winning Paper of Einstein -- 3 A Specific Aspect of Connections Between Physics and Math -- 4 The Role of Society in Relation to Scientific Discoveries -- 5 The Intricate Path to the Acceptance of Atomism -- 6 On the Importance of Visualization and Analogies -- 7 On the Difficulty to Foresee the Future of a Scientific Revolution -- 7.1 Three Subtle Implications of General Relativity -- 7.2 Some Superseded Opinions on Atomic Energy -- 8 What Are the Drivers of Physics Discoveries? -- 9 Countries, Individuals, and Their Impact on Scientific Progress -- 10 Remarks -- Appendix A: On Stances Toward Research in Fundamental Physics.
Appendix B: The Photon, an Elusive Concept -- References -- Physics and Cultural Industry -- 1 Introduction -- 2 Physics and the Cultural Industry -- 3 The "Scientification" of the Cultural Industry -- 4 The Science Communicator -- 5 The Shifters -- 6 Conclusions -- References -- Teaching, Communication, and Dissemination for Society -- 1 Introduction -- 2 The World and the Vision of Science -- 3 The Language of Science -- 4 The Communication of Science -- 5 Toward an Interdisciplinary Approach in Communicating Science -- 6 Conclusions -- References -- Use of Art in Scientific Education -- 1 Science and Art: An Introduction -- 2 Goals and Target Audience -- 3 Dissemination -- 4 Linking Science and Art -- 4.1 Margarita Cimadevila -- 4.2 Wolfgang Trettnak -- 4.3 Cimadevila/Trettnak-Eco-Art: MARE PLASTICUM -- 4.4 Exhibitions -- 4.5 Conferences, Congresses, and Fairs -- 4.6 Courses -- 4.7 Educational Activities -- 4.8 Didactic Materials -- 4.9 Media Presence -- 5 Final Remarks -- References -- Theatre: The Other Side of Physics -- 1 The Unreasonable Non-existence of a Physics Theatre as Such -- 2 A Very Short Account of Science-Theatre History -- 2.1 Ancient Science Theatre -- 2.2 Modern Science Theatre -- 2.3 Science Theatre of the Last Decades -- 3 Few Words About the Importance of Theatre in Physics Education -- 4 Physics and Culture -- 5 Theatre and Physics -- References -- Digital Challenges for Physics Learning -- Research-Based Contribution on ICT as Learning Challenges in Physics Education -- 1 Introduction -- 2 ICT and the Computer in the Experimental Teaching Laboratory -- 2.1 Extending the Scope and Potential of the Laboratory with Online Sensors -- 2.2 Dedicated Systems to Enhance the Laboratory -- 2.3 Improving the Quality of Measurements -- 2.4 Possibility of Integration with Software, Hardware, Web.
3 Real-Time Lab (RTL): Role of Real-Time Graphs -- 4 Computer Modeling Activities for Learning -- 5 Simulations for Understanding Physics -- 6 ICT Tools for Active Teaching/Learning -- 7 Games Based on Physics Concepts -- 8 App for Smartphone: New Opportunities for Learning Physics -- 9 Long-Distance Teaching and Learning -- 10 Conclusion -- References -- Project-Based Learning in Secondary Science: Digital Experiences in Finnish Classroom -- 1 Introduction -- 2 Technological Pedagogical Knowledge (TPACK) as a Model for Physics Teachers' Knowledge Base -- 3 Project-Based Physics Learning in Secondary Level -- 4 Examples of Lessons Where the Use of Digital Tools Have Been Integrated to Learning -- 4.1 Making Sense of Phenomena Related to Moving Objects Through Project-Based Learning and the Use of Digital Tools -- 4.2 Engaging Students in Scientific Practices in Remote Setting -- 5 Discussion -- Appendix -- Examples of Assignments Related to Second Example -- References -- The New Methodologies in e-Learning and the Italian Experience in the Physics Teaching Field and STEM -- 1 Introduction -- 2 Teaching STEM Disciplines in Italy and Around the World -- 3 New Educational Paradigms -- 4 Teacher Training -- 5 STEM Disciplines in Classroom -- 6 Conclusion -- References -- Applications of Technology to Promote Active Learning with Examples from Acceleration and Gravity -- 1 Introduction -- 2 Computer-Based Data Acquisition in Laboratory and Lecture -- 2.1 Active Learning in the Introductory Physics Laboratory -- 2.2 Active Learning in the Introductory Physics Lecture -- 3 Interactive Video Analysis -- 4 Simulations -- 5 Adaptations for Distance/Virtual Learning -- 5.1 Adaptation of RTP Mechanics for Use with the IOLab -- 5.2 Home-Adapted ILDs -- 6 Conclusions -- References -- Future Competencies in Physics Education and Learning with Multimedia in Poland.
1 Introduction -- 2 From Key Competencies to Future Competencies -- 3 Dissemination Channels -- 3.1 Key Characteristics -- 3.2 Key Sources -- 4 Students' Expectations of ICT Education -- 5 Examples of Research Work -- 5.1 Current State and Needs in Teaching Physics in Polish Middle and High Schools -- 5.2 Remotely Controlled and Virtual Laboratories -- 5.3 Application of Computer Methods in Teaching Physics -- 5.4 Use of Smartphones and Tablets in Teaching Physics -- 5.5 Didactic Effectiveness of Multimedia-Supported Teaching and Learning -- 5.6 Impact of Multimedia-Supported Teaching and Learning on Students' Motivation Toward Science -- 6 Perspectives -- 7 Recommendations -- References -- Digitalization in Early School Education in North Macedonia -- 1 Introduction -- 2 Events Related to the Computerization and Application of Digital Technologies for Education in the Republic of North Macedonia -- 3 Application of ICT in Education in the Republic of North Macedonia -- 4 International Successes of the Teachers from the Republic of North Macedonia in the Innovative Use of Digital Technologies in Education -- 4.1 Grandma's Games Activities -- 4.2 The Technology Context -- 4.3 Stop-Motion Animation -- 4.4 This is My Voice -- 5 Digitalization in the Time of Pandemic -- 6 Other Initiatives for Using Digital Tools in Education in the Republic of North Macedonia -- 7 Conclusions -- Annex 1: Links to Digital Applications for Teachers -- References -- Digital Transformation for Vietnam Education: From Policy to School Practices -- 1 Introduction -- 2 The Policy of Digital Transformation for Education in Vietnam -- 3 STEM Education in High Schools in Vietnam -- 3.1 The Orientation of Implementing STEM Education in High Schools in Vietnam -- 3.2 Technologies for Implementing STEM Education in High Schools in Vietnam -- 3.3 COACH Software in STEM Education.
3.4 Building the COACH Library in the Digital Transformation of STEM Education in Vietnam.
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The Milan Institute of Physics : a research institute from fascism to the reconstruction / / Leonardo Gariboldi, Luisa Bonolis and Antonella Testa
